Designing Statewide Strategies & Programs

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National Collaborative on Workforce and Disability For Youth Qualitative assessment can promote the effectiveness of quality career development programs. By soliciting qualitative feedback from demonstration site participants regarding their likes and dislikes as well as perceived challenges and benefits, features can be improved before scaling the initiative statewide. Evaluation data can also inform implementation efforts at future sites and be used to communicate the benefits and successes to other districts and states. There is some evidence that demonstration sites lead other organizations to adopt new innovative practices (Greenhalgh et al., 2004). In Massachusetts, the Department of Elementary and Secondary Education implemented recommendations from the Integrating College and Career Readiness Task Force to provide competitive grants to districts wanting to serve as demonstration sites (Massachusetts Department of Elementary and Secondary Education, 2012). The goal of the demonstration sites were to “incent active and swift adoption” of the career development practices at the local level (Massachusetts Department of Elementary and Secondary Education, 2012, p.21). One consideration in designing demonstration challenge grants is to encourage programs and activities that integrate both the career development skill domains (i.e., self-exploration, career exploration, and career planning and management) and the Guideposts for Success. The Guideposts for Success can be used at the state level in both the implementation design and evaluation phases, providing a strategic organizational framework for a coordinated transition system for all youth, including those with disabilities. For youth with disabilities, strong consideration should be given to funding those schools and organizations that explicitly describe ways in which they will provide access to accessible career development programming including ePortfolios, work-based learning opportunities, and connecting activities. Connecting activities in this context refer to youth and their families initiating contact and developing relationships with programs, services, activities, and supports the youth may need to help them gain access to chosen post-school options when they exit the K-12 system. For example, for youth with disabilities intent on matriculating into a postsecondary training or education program, this may involve connecting with disability services staff from the institutions that the youth is interested in attending or with other adult disability support service providers such as Independent Living Centers and beginning the application process to facilitate a smoother transition to postsecondary employment and/or independent living. 62
Designing Statewide Career Development Strategies & Programs References Achieve and The Education Trust. (2008, November). Making college and career readiness the mission for high schools: A guide for state policymakers. Retrieved from http://www.achieve. org/files/MakingCollegeandCareerReadinesstheMissionforHighSchool.pdf Buckles, S., Hill, A., Meszaros, B., Staten, M., Suiter, M., & Walstad, W. (2013). National standards for financial literacy. New York, NY: Council for Economic Education. Retrieved January 21, 2015 from http://www.councilforeconed.org/wp/wp-content/uploads/2013/02/nationalstandards-for-financial-literacy.pdf Budge, S. L., Solberg, V. S., Phelps, L. A., Haakenson, K., & Durham, J. (2010, April). Promising practices for implementing individualized learning plans: Perspectives of teachers, parents, and students. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, CO. Bureau of Labor Statistics. (2014, August). Economic news release: Employment status of the civilian noninstitutionalized population 16 to 24 years of age by sex, race, and Hispanic or Latino ethnicity, July 2011-2014. Washington, DC: U.S. Department of Labor. Retrieved February 2, 2015 from http://www.bls.gov/news.release/youth.t02.htm Career Cruising. (n.d.). Cruising ILP training for school and district leaders. Retrieved from: http://events.r20.constantcontact.com/register/ event?oeidk=a07e982vmb5842d58bf&llr=eviduvhab Carter, E. W., Trainor, A. A., Cakiroglu, O., Swedeen, B., & Owens, L. A. (2010). Availability of and access to career development activities for transition-age youth with disabilities. Career Development for Exceptional Individuals, 33(1), 13-24. Colorado Community College System. (2010). Colorado’s individual career & academic plan (ICAP) initiative. Retrieved from http://www.coloradostateplan.com/Counseling/ICAP_Brief. pdf Connecticut Bureau of Special Education. (2012). Aligning student success plans (SSPs) with IEPs, SOPs, Section 504 plans, and pndividualized healthcare plans. Connecticut State Department of Education. Retrieved January, 22, 2015 from http://www.sde.ct.gov/sde/lib/ sde/pdf/ssreform/ssp/aligning_student_success_plans_and_swd.pdf Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. Educational Policy Improvement Center. (2011, October). Connecticut college and career readiness toolkit. Hartford, CT: Connecticut P-20 Council. Retrieved from http://www. ct.edu/files/pdfs/p20/p20-CT-Toolkit.pdf 63
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